scholarly journals Effectiveness Of Blended Learning In Human Anatomy Courses

2021 ◽  
Vol 2 (2) ◽  
pp. 209-219
Author(s):  
I Nyoman Gede Wardana
Keyword(s):  
Blended Learning ◽  
Graduation Rates ◽  
Teaching Method ◽  
Human Anatomy ◽  
Learning Material ◽  
Traditional Teaching ◽  
Learning Method ◽  
Final Grade ◽  
Student Grades ◽  
Graduating Students

It is very demanding to teach anatomy in the present curriculum of medical education. The amount of time allotted to teach and learn human anatomy is diminishing. The traditional teaching method is no longer effective in being able to provide vast amounts of human anatomy learning material. Besides, this method is also passive, which is not liked by the current generation of students. Various disciplines have widely used the learning approach with the blended learning method. This study aims to compare the effectiveness of the blended learning method (BL) with the traditional teaching (TT) method on the student's final grades and the percentage of graduation rates for the gross human anatomy courses. A total of 217 final student grades from Batch 2016 (69 students), Batch 2017 (69 students), and Batch 2018 (79 students) were collected and analyzed. Students in Batch 2018 received the blended learning (BL) method while the Batch 2016 and Batch 2017 received the traditional teaching (TT) method. The mean final scores between the BL and TT methods were compared, also the percentage of graduation rates between the two methods. There was a significant mean difference in the student's final grade (P <0.001) between the BL method (66.77) versus the TT method (47.84). The percentage of students who passed with the BL method (65.82%) is higher than the TT method (10.14%). The result concluded blended learning method is more effective in increasing the final grade and percentage of graduating students than the traditional teaching method for gross human anatomy courses.

TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY

2021 ◽  
pp. 63-65
Author(s):  
Anuradha Mokkapati
Keyword(s):  
Active Learning ◽  
Teaching Method ◽  
Teaching Tool ◽  
Traditional Teaching ◽  
Learning Method ◽  
Tutorial Group ◽  
Cross Sectional ◽  
Interactive Teaching ◽  
Team Based Learning ◽  
Teaching Learning

Background & objectives: Traditional teaching is passive and also lacks feedback to the students. Active learning methods have gained importance in medical education. Team Based Learning (TBL) promotes active learning among the students, with limited faculty. The objectives of the study were to compare TBL with Traditional teaching method and obtain feedback regarding TBL sessions from the students. Materials and Methods: Fifth semester students were divided into two groups- Students in A group were included in the TBL session, and those in B group in the traditional tutorial group. An assessment was conducted for both the groups at the end. Feedback was also taken from the students participating in TBL. Results: Mean score for TBL group was signicantly high compared to the traditional tutorial group. Most students opined that TBL promoted active participation and cooperative learning in the students. Many students felt that the session was stressful. Interpretation & Conclusions: TBL is an active and effective interactive teaching-learning method, which encourages students to work cooperatively.

scholarly journals Effectiveness of the method of education programmed in the educational of the seventh grade students in the grammar course, compared to the traditional method: فاعلية أسلوب التعليم المبرمج في تحصيل تلاميذ الصف السابع الأساسي في مقرر النحو العربي، مقارنة بالطريقة التقليدية

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Awad Hassan Ali
Keyword(s):  
Primary Schools ◽  
Basic Education ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Learning Method ◽  
Seventh Grade ◽  
Programmed Learning ◽  
Descriptive Approach ◽  
Research Questions ◽  
Experimental Group

This study aimed at identifying the effect of the method of programmed education in the achievement of education in the basic education stage. The researcher used the analytical descriptive approach and the semi-experimental approach to achieve the objectives of the study. The study was conducted in the province of East Nile in the state of Khartoum in Sudan. The study sample consisted of (106) students in Al Waha primary schools, which were divided into two groups, one of which was 53 students who studied the programmed learning method, and the other 53 students studied in traditional teaching method. To answer the research questions, the researcher designed a script in the Arabic grammar syllabus for the seventh grade. The study tool was in the achievement test, which was conducted for the experimental group students who studied the programmed learning method. The results showed that there were statistically significant differences at the level of (0.01) in the achievement of students attributed to the method of teaching, in favor of the experimental group.

scholarly journals Effect of using Blended Learning Method on Final Year Students of BAMS to Learn Shalyatantra

2021 ◽  
pp. 129-134
Author(s):  
Pooja Shrivastav ◽  
Babaji Ghewade ◽  
Shweta Parwe ◽  
Devyani Dasar
Keyword(s):  
Blended Learning ◽  
Teaching Method ◽  
Traditional Learning ◽  
Learning Method ◽  
Face To Face ◽  
Conventional Teaching ◽  
E Learning ◽  
Group A ◽  
Face To Face Learning ◽  
Group B

Background: E – learning has been considered as one the most up-to-date learning techniques, which come with a slew of benefits like it allows worker to be trained, educated etc and negative aspect like dependence on technology, a lack of motivation, and a lack of human touch. Blended learning, on the other hand, is a mix of online and face-to-face learning. The aim of this study is to compare the efficacy of blended learning to traditional learning. Aim and Objectives: To study the effect of Blended learning method on Final year BAMS students in comparison with conventional teaching method to learn Shalyatantra. Methodology: The Final year BAMS students of MGAC.H & RC will be selected for the study and equally divided in two equal groups i.e A and B. ‘Kshar Karma’ will be taken as study topic. In Group A, topic will be taught by Conventional method while in Group B it will be taught by Blended learning method. Senior and experienced Shalyatantra faculty will be chosen. Sensitization of teacher and final year BAMS student regarding Blended learning method will be done. Total 70 students will be equally divided into two groups. Pretest (before commencing study) and posttest (after sessions) form consisting of 20 MCQ will be distributed and filled up by the participants.   Results: Result will be drawn on the basis of the observations. Conclusion: Conclusion of the study will be drawn on the basis of statistical data calculated.

scholarly journals Comparing Traditional Teaching Method and Experiential Teaching Method using Experimental Research

2018 ◽  
Vol 5 (2) ◽  
pp. 276 ◽  
Author(s):  
Farhan Uddin Raja ◽  
Najmonnisa Khan
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Experimental Research ◽  
Teaching Method ◽  
Business Communication ◽  
Traditional Learning ◽  
Traditional Teaching ◽  
Learning Method ◽  
Multinational Organizations ◽  
Business Administration Students

<p>The modern time is shaping a world of opportunities that has glorified the role<br />and functions of multinational organizations across the globe. An individual has<br />become a global citizen, who explores employment opportunities in different<br />countries of the world. This has signified the importance of interpersonal skills that allow individuals to connect with people from different cultures. As a result, the role of business communication instructors has become vital because they impart the skills of communication among their students. For this, instructors’ sensitivity towards the teaching methods used in classrooms are of prime significance. These methods determine the interest level and motivation of students towards learning and acquisition of communication skills. Therefore, this study aims to compare experiential learning method and traditional learning method to explore which method inculcates and improves the communication skills of business administration students of a private sector university. The study was conducted in a quantitative paradigm using an experimental research design. The sample size comprised 60 BBA students from two different sections of business communication courses. The data were collected using a pretest and posttest. For the pretest, communication skills were imparted to both the groups using the traditional teaching method that heavily employed lecturing. For the posttest, the controlled group was taught using the same traditional teaching method while the treatment group was taught using the experiential learning method. Mean scores 20.46 &amp; 19.90 with a significant value of 0.375 for the pretest established identical nature of both groups. Mean scores 27.80 &amp; 30.36 with a significant value of .002 of posttest showed that the two groups under study had different identities in scores, which proved that experiential learning method improves students’ communication skills better than traditional communication skills.</p><p><strong>Keywords:</strong> business communication, experiential learning, experimental research, traditional learning</p>

scholarly journals Effects of Blended Learning on Motivating Secondary Students to Learn English Language: A Pilot Study

2021 ◽  
Vol 3 (2) ◽  
pp. 23-29
Author(s):  
Hamizatul Hamiza Zainon ◽  
Hamidah Yamat
Keyword(s):  
Pilot Study ◽  
Blended Learning ◽  
Secondary Students ◽  
English Language ◽  
Teaching Method ◽  
Positive Impact ◽  
Traditional Teaching ◽  
Use Of Technology ◽  
Before And After ◽  
Level Of Motivation

Blended learning is a combination of traditional teaching method and the use of technology to provide a more organized learning approach in which it gives students extra control over the time, situation and ways of learning. This study investigates the effects of blended learning on motivating secondary level of students to learn English language. A pilot study was conducted. The sample consists of sixty secondary levels of students in a particular school in Shah Alam district, Selangor, Malaysia. The pre and posttest were used to test students’ achievement and the survey adapted from Gardner’s Attitude/Motivation Test Battery was implied to determine students’ motivation level before and after the use of blended learning. The analysis through paired-sample t-test revealed that, there was improvement on the level of motivation of the students and there were significant differences on student’s achievement whereas they performed better after the use of blended learning. The use of blended learning has a positive impact in individual professional development and instead of measuring the effect of blended learning towards student’s achievement; attitude or motivation to learn a language, further studies should also measure the other impact of blended learning itself especially in education.

Comparing the Effectiveness of Using Tablet Computers for Teaching Addition and Subtraction

2018 ◽  
pp. 131-151 ◽  
Author(s):  
Nicholas Zaranis
Keyword(s):  
Experimental Design ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Tablet Computer ◽  
Traditional Teaching ◽  
Tablet Computers ◽  
Learning Method ◽  
School Students ◽  
Quasi Experimental ◽  
Addition And Subtraction

The purpose of this chapter is to investigate if tablet computers help improve primary school students' mathematical achievements regarding addition and subtraction. This research compares the level of mathematical competence of the students taught using tablet-computer-oriented learning method which specifically takes advantage of “realistic mathematics education” (RME) for the concept of addition and subtraction, as opposed to traditional teaching methodology. The designed software consisted of several activities with and without the use of computers for addition and subtraction. It was designed following the background of the RME theory. The present study was a pilot research of quasi-experimental design with one experimental and one control groups. The research results show that the students who were taught with the educational intervention based on tablet computers and RME had a significant improvement in their total mathematical achievement, addition, and subtraction in comparison to those taught using the traditional teaching method.

scholarly journals Study of Blended-Learning Method Assisted By Edmodo in Teaching English at State Vocational School in Deli Serdang

2019 ◽  
Vol 1 (3) ◽  
pp. 14-22
Author(s):  
Rini Ekayati
Keyword(s):  
Blended Learning ◽  
Qualitative Method ◽  
Teaching Method ◽  
Study Groups ◽  
Learning Objectives ◽  
Vocational School ◽  
Learning Method ◽  
Teaching English ◽  
Student Center ◽  
English Subject

This study aims to describe blended-learning method assisted by Edmodo in teaching English at State Vocational School in Deli Serdang. Descriptive qualitative method was used in this study in order to examine factors, expected methods, and the pattern in teaching English at State Vocational School in Deli Serdang, by administrating questioner, interview, and observation as source of data taken from the sample. The research was conducted at two State Vocational Schools in Deli Serdang, namely SMK Negeri 1 Percut and SMK Negeri. The results show that there are: 1) 7 factors to be considered in selecting the teaching method for English subject, such as learning objectives, materials, resources, members of the learning process, facilities, time, and the number of study groups), 2) the expected method of teaching English in the vocational school are the student center learning method and technology-based learning method, and 3) there are 2 patterns of blended-learning learning methods assisted by Edmodo, and which are obtained based on lesson time.

scholarly journals Study of Blended-Learning Method Assisted By Edmodo in Teaching English at State Vocational School in Deli Serdang

2019 ◽  
Vol 2 (3) ◽  
pp. 10-18
Author(s):  
Rini Ekayati
Keyword(s):  
Blended Learning ◽  
Qualitative Method ◽  
Teaching Method ◽  
Study Groups ◽  
Learning Objectives ◽  
Vocational School ◽  
Learning Method ◽  
Teaching English ◽  
Student Center ◽  
English Subject

This study aims to describe blended-learning method assisted by Edmodo in teaching English at State Vocational School in Deli Serdang. Descriptive qualitative method was used in this study in order to examine factors, expected methods, and the pattern in teaching English at State Vocational School in Deli Serdang, by administrating questioner, interview, and observation as source of data taken from the sample. The research was conducted at two State Vocational Schools in Deli Serdang, namely SMK Negeri 1 Percut and SMK Negeri. The results show that there are: 1) 7 factors to be considered in selecting the teaching method for English subject, such as learning objectives, materials, resources, members of the learning process, facilities, time, and the number of study groups), 2) the expected method of teaching English in the vocational school are the student center learning method and technology-based learning method, and 3) there are 2 patterns of blended-learning learning methods assisted by Edmodo, and which are obtained based on lesson time.

Comparing the Effectiveness of Using Tablet Computers for Teaching Addition and Subtraction

2019 ◽  
pp. 820-840
Author(s):  
Nicholas Zaranis
Keyword(s):  
Experimental Design ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Tablet Computer ◽  
Traditional Teaching ◽  
Tablet Computers ◽  
Learning Method ◽  
School Students ◽  
Quasi Experimental ◽  
Addition And Subtraction

The purpose of this chapter is to investigate if tablet computers help improve primary school students' mathematical achievements regarding addition and subtraction. This research compares the level of mathematical competence of the students taught using tablet-computer-oriented learning method which specifically takes advantage of “realistic mathematics education” (RME) for the concept of addition and subtraction, as opposed to traditional teaching methodology. The designed software consisted of several activities with and without the use of computers for addition and subtraction. It was designed following the background of the RME theory. The present study was a pilot research of quasi-experimental design with one experimental and one control groups. The research results show that the students who were taught with the educational intervention based on tablet computers and RME had a significant improvement in their total mathematical achievement, addition, and subtraction in comparison to those taught using the traditional teaching method.

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